It can be said that Vini Jr. was born with a Social DNA. Even before he shone on the pitch in Flamengo’s shirt, his family was already well known in the neighborhood where they lived, in the city of São Gonçalo – RJ, as people who helped those less fortunate. Even with scarce financial resources, it was common practice to share with and support neighbors and friends who were struggling. As soon as Vini Jr. signed his first professional contract and the family’s financial life began to improve, the actions, which had previously been shy and focused on a small group of close people, began to expand. It was common in the neighborhood, especially during festive seasons such as Easter, Christmas, Children’s Day, to have events promoted by the family that would offer snacks, fun, toys, tons of basic food baskets and an encouragement and hope for a struggling population in one of the most violent neighborhoods and with the worst HDI in the municipality. The success in football and the meteoric rise in his career, which took Vini Jr. from Flamengo to Real Madrid, was definitely not the beginning of his journey of social responsibility. On the contrary, it was the moment to assume a greater responsibility with the privileges he would enjoy and to expand, in a structured manner, all those actions of solidarity that were already the trademark of the family. At that time, Vini Jr., then a player for a European giant and the senior Brazilian national team, could now dream bigger and go beyond donations and festive events in the neighborhood to propose something more structural. That is when the idea of supporting Brazilian public education came up. Vini Jr. studied the first segment of elementary school in the municipal system of São Gonçalo, at the Paulo Reglus Freire School, but had the opportunity to move to a private school through a scholarship obtained for his high athletic performance. However, practically all his relatives and friends in his age did not have the same privilege, having experienced the difficulties of Brazilian public education such as the devaluation and scarcity of teachers, the terrible physical structure, the violence, the lack of innovation and attractiveness in the teaching-learning process.